This material presents an analysis of the results of a psychological test, which can be taken at the link:!
Initially, this method of personality diagnostics was proposed by M.A. Panfilova for children 3–7 years old. However, it will not be superfluous for adults to learn a little more about themselves. You can take this test with your child, friend, loved one.
Results:
Interpretation of adult drawings
General characteristics of the drawing:
1. The position of the picture on a sheet of paper. The position of the cactus relative to the horizontal middle of the sheet indicates the level of self-esteem of the painter. Adequate self-esteem - the cactus is located approximately in the middle of the leaf. People with low self-esteem, those prone to inferiority complexes tend to draw at the bottom of the page. The drawings of those who have high self-esteem tend to the top. If the cactus occupies more than the left half of the leaf, then this person most likely likes to focus on his past, reminisces. Future-oriented people are more likely to draw a cactus on the right side of the paper. Those who are focused on the present will depict a cactus approximately in the center.
2. Pattern size can also tell about the level of self-esteem. If the cactus takes up less than ⅓ of the page, then this person may have complexes in relation to himself. On the contrary, cactus occupies more than ⅔ of the page for those who strive to stand out, emphasize their superiority, leadership.
3. The nature of the lines. A clear, almost continuous line is characteristic of people with a "firm hand" - confident, resolute. If you see hatching on a cactus, then this person may be prone to a state of anxiety and anxiety. About impulsivity may indicate a fuzzy, broken line.
4. Pressing force. Pay attention to the brightness of the lines that draw the cactus. That is why the test is best done using a simple pencil. A bold, “pressure” line indicates the tension experienced by the person drawing. Pay attention to which particular detail of the cactus is especially highlighted? Weak lines - an indicator of low vitality, loss of strength, fatigue.
Cactus Features:
5. Needles, their number, shape and direction talk about the level of aggression. Large (in relation to the general proportions of the cactus), thick, long, poisonous, especially underlined - such needles are more likely to be drawn by a person experiencing anger, aggression, irritation. It can be expressed in normal behavior, and may be hidden as an unacceptable form of interaction. About focus You can recognize aggression by the direction of growth of the needles. Needles grow up - aggression is directed towards people who are higher than a person in status (parents, bosses), social and financial status; to the sides - to peers, colleagues, "equals"; down - to the weaker, dependent, lower in the social hierarchy (subordinates, children, animals).
6. The shape of the cactus. Cactus unusual shape, "creative" - this means that a person is characterized by a certain demonstrativeness, a desire to manifest and show himself. If the shoots of a cactus protrude beyond the main "body" - then this person is quite open to other people, sociable. If additional the processes are concentrated inside, do not protrude beyond the contour of the cactus - you are dealing with a rather closed and cautious person.
7. Where the cactus grows. A home cactus growing in a pot is usually drawn by people seeking protection, finding home warmth and comfort, family and close circle. If the cactus grows in the wild (in the desert) - such people are characterized by the experience of loneliness, self-centeredness, isolation. However, if other cacti, plants grow next to the “wild” cactus, there are still living objects (animals, people), this may mean that a person strives to gain personal freedom, independence, strives to become strong and independent.
8. Additional cactus details. Jewelry, flowers, the unusual color of the cactus is manifested in those who are prone to narcissism, the manifestation of femininity and coquetry.
9. The colors and "mood" of the cactus show the current state of the person. dark colors, small shading, the general downward slope of the cactus (as if it is withering, or it lacks water) can signal the predominance of negative conditions, symptoms of depression. A joyful, bright, strong cactus, reaching for the sun, is most likely to be drawn by a positive, easy-going person, open to the world.
10. The presence of "kids" on the cactus. It is believed that "kids" on a cactus denote in fact children, either existing or planned in the future. Most often, "kids" are found on "domesticated" cacti, which already means the desire to create a family.
An example of the interpretation of the drawing test "Cactus"
Drawing of a girl 20 years old:
The cactus is located in the middle of the leaf, takes about ⅔ in height - this indicates adequate self-esteem.
The spines are small, but there are quite a lot of them. According to the girl, “you can touch it, the cactus is soft, but if it pricks, it will pinch.” That is, the girl is friendly, but if they offend, she will show aggression (will defend herself).
The cactus is round, there are protruding processes, the flower is femininity and demonstrativeness(Pay attention to me!).
Homemade cactus (in a pot, on a napkin, on a windowsill, next to a curtain) - high value family relations. There is a sad cat nearby - in this case, this is a wish that has not yet come true to have a cat. However, there are no other living creatures in the picture - this may indicate some loneliness, undivided interests.
According to the girl, she had such a cactus at the age of 14 and she really liked it. And in the figure, the cactus is slightly tilted to the left - to the past. Thus, that period in her life is a resource for her: a pleasant memory from which you can draw strength.
The dominant color in the drawing is blue (although there were 24 pencils in the set) - this is a calm and satisfied state at the moment.
“The cactus will no longer grow, it is already an adult” - the feeling of being an adult, a mature personality. “He will only have shoots” - this may be the implementation of plans, ideas, or the desire to have children.
Interpretation of children's drawings
When processing the results, the data corresponding to all graphical methods are taken into account, namely:
attitude
picture size
line characteristics
pressure force on the pencil
In addition, specific indicators characteristic of this particular technique are taken into account:
characteristic of the "image of a cactus" (wild, domestic, feminine, etc.)
characteristic of the manner of drawing (drawn, schematic, etc.)
characteristics of needles (size, location, number)
Based on the results of the processed data on the drawing, it is possible to diagnose the personality traits of the child being tested:
Aggressiveness - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree aggressiveness.
Impulsivity - jerky lines, strong pressure.
Egocentrism, the desire for leadership - a large drawing located in the center of the sheet.
Self-doubt, addiction small drawing located at the bottom of the sheet.
Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentiousness of forms.
Stealth, caution - the location of zigzags along the contour or inside the cactus.
Optimism - the image of "joyful" cacti, use bright colors with colored pencils.
Anxiety - the predominance of internal shading, dashed lines, the use of dark colors with colored pencils.
Femininity - the presence of soft lines and shapes, jewelry, flowers.
Extroversion - the presence in the picture of other cacti or flowers.
Introversion - the figure shows only one cactus.
The desire for home protection, a sense of family community - the presence of a flower pot in the picture, the image of a home cactus.
Lack of desire for home protection, a feeling of loneliness - the image of a wild, desert cactus.
Interpretation of colors
The color of the plant indicates how mobile the child's psyche is:
green symbolizes constancy and confidence;
yellow - fear of being rejected by society;
blue - the baby is comfortable in the conditions in which he is in a specific period of time;
red - the subject is experiencing strong emotional arousal;
gray - the child has a neutral attitude to everything that happens;
White color sometimes it indicates that the test person has vision problems, and he does not notice that he is losing the plot in terms of color;
black - the tested person is used to contradicting his relatives in everything, perhaps he is too spoiled.
After completing the drawing, the child can be asked questions as an addition, the answers that will help clarify the interpretation:
Is this cactus domestic or wild? Where does it grow (at someone's home or in the desert)?
Can this cactus be touched? Does he wobble?
Does anyone care about him? He likes it?
Does this cactus grow alone or with some plant in the neighborhood?
When the cactus grows, how will it change? (volume, needles, processes)
Marina Alexandrovna Panfilova- candidate psychological sciences, Associate Professor of the Department of Clinical Psychology, Moscow State University of Medicine and Dentistry of the Ministry of Health and Social Development Russian Federation»
"Cactus" graphic technique M.A. Panfilova Test is carried out with children from 4 years old. The goal is to identify the state of the emotional sphere of the child, to identify the presence of aggression, its direction and intensity. Instruction. On a sheet of paper (A4 format) draw a cactus, just the way you imagine it! Questions and additional explanations are not allowed. The child is given as much time as he needs. At the end of the drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation: 1. Is the cactus domestic or wild? 2. Can you touch it? Does he wiggle a lot? 3. Does the cactus like to be looked after: watered, fertilized? 4. Does the cactus grow alone or with some kind of plant in the neighborhood? If it grows with a neighbor, then what kind of plant is it? 6. When the cactus grows, what will change in it? Processing of results and interpretation: When processing the results, data corresponding to all graphic methods are taken into account, namely: - spatial position - size of the drawing - characteristics of the lines - pressure force on the pencil a large number of. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness. Impulsiveness - jerky lines, strong pressure Egocentrism, desire for leadership - a large drawing, in the center of the sheet Dependence, uncertainty - small drawings at the bottom of the sheet Demonstrativeness, openness - the presence of protruding processes, unusual shapes Stealth, caution - the location of zigzags along the contour or inside the cactus Optimism - the use of bright colors, the image of "joyful" cacti Anxiety - the use of dark colors, the predominance of internal shading, dashed lines Femininity - the presence of decoration, flowers, soft lines, shapes Extroversion - the presence of other cacti, flowers Introversion - only one cactus is depicted The desire for home protection, a sense of family community - the presence of a flower pot, the image of a domestic cactus. The desire for loneliness - a wild-growing cactus, a desert cactus is depicted. Methodology for studying the emotional well-being of a child in kindergarten Purpose: to obtain general idea about the positive or negative emotional well-being of older children school age in kindergarten based on the results of short-term selective observation, individual experiments and conversations with children. The study of the emotional well-being of a child in kindergarten takes place in two stages and begins with observations of the behavior of children in a group. At the first stage, the behavior of children is monitored during classes, performing various activities, regime moments, as well as during games, eating, walking. By observation, the number of children in the group with two types is determined. emotional manifestations, conventionally designated as increased and decreased emotional tone. Approximate characteristics of children with increased emotional tone: Excited Mobility (running, fiddling) Chaotic, sometimes convulsive movements Calm down with difficulty Likes to talk loudly Often shouts Plays active roles in the game, takes an active position Often changes the plan of the game Interferes with other children during the game, other activities Easily distracted Shows forgetfulness Constantly turns to adults for help, calls on adults for any reason Shows interest in adults' conversations Approximate characteristics of children with low emotional tone: Passive, apathetic Inactive Difficulty calming down Often upset, crying for minor reasons Capricious Avoids contact with peers and adults Agrees to minor roles Not interested in the activities of other children and adults Self-refrains from contacting an adult Sometimes completely ignores the company of children and adults Lies out of fear Shows great anxiety when parting with his mother Based on observations of children and conversations with teachers, the number of children with increased and decreased emotional tone, as well as ideas about the emotional balance in the group. The picture of the general emotional balance in the kindergarten group usually depends on the number of children whose behavior meets the above characteristics. The number of children with increased and decreased emotional tone should not exceed 15% - 25% of total number group children (from 4 to 6 children in a group of 25 people). The data obtained will help to form a general idea of the characteristics of the emotional manifestations of children, however, by the presence or absence of a large or small number of children of both types of emotional manifestations, it is impossible to form an objective picture of the emotional well-being of a child in the kindergarten group. In the second phase of the survey, individual conversations with kids. It is advisable to talk with each child of the group separately. Children are asked questions: Do you like to go to kindergarten? Would you like to work in a kindergarten when you are an adult? Are you friends in a group? Do you often quarrel? Do you feel good in the group today? Each affirmative answer is worth 2 points, each negative answer is worth 1 point. Respectively, maximum amount points that one child can have is 10, and the minimum is 5. If more than half of the children in the group scored the maximum number of points based on the results of the conversation, this information is taken as evidence of positive trends in the emotional well-being of children in the kindergarten group. The continuation of this work is a series of individual experiments with children on the type of "Projective situations". The child, in the process of communicating with an adult, must complete the story begun by the adult. An adult addresses a child with the following words: “It would be interesting for me to play with you. We will tell stories together. I will begin to tell, and you will continue my story. You just need to speak quickly, do not think for a long time. That is the rule of the game. How many stories can we tell with you? The child is then presented with a series of projective situations in which the child's name is the same as the child's name. acting character. All stories are neutral. In the process of communication, the adult intonation supports the child's interest in activities. Examples of projective situations: 1… must perform at the festival. He learned the poem and went out to tell it. What happened next? 2… playing with his friend (girlfriend) in a group. The teacher called him. What happened next? 3… eats breakfast. I don't want to anymore. What happened next? 4… drew and stained the table with paints. What happened next? The endings of the stories that the child gives can be neutral, negative and positive. It is desirable to determine the nature of the end of the story as objectively as possible. Based on the results of the survey, it is necessary to calculate the number of children in the group, in which all the endings of the stories were negative character. If the number of children with such results is 50% or more of the total number of children surveyed, this is taken as evidence of the negative emotional well-being of children in the group. At the second stage of the examination, children are offered a set of pictures with images of various situations. During the conversation, the child needs to determine the nature of the situations depicted. In the pictures: a woman with a child walking down the street; children play in a kindergarten group; children play outside; the child sits at the table and eats. During the demonstration, for example, of the first picture, the adult says to the child: “Mom with ... (gives the name of the child with whom he is talking) are going to kindergarten. Do you think it's a sad story or a happy story?" The child looks at the picture and answers the adult's questions. Based on the results of conversations with children, an adult counts the number of definitions of “sad” and “fun” stories. Just as in the experiment on projective situations, if the number of “sad” stories is 50% or more of the total number of stories told to children, this is taken as evidence of the negative emotional well-being of children in the kindergarten group.
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5 "Cactus" graphic technique M.A. Panfilova The goal is to identify the state of the emotional sphere of the child, to identify the presence of aggression, its direction and intensity. Instruction. On a sheet of paper (A4 format) draw a cactus, just the way you imagine it! Questions and additional explanations are not allowed. The child is given as much time as he needs. At the end of the drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation: 1. Is the cactus domestic or wild? 2. Can you touch it? Does he wiggle a lot? 3. Does the cactus like to be looked after: watered, fertilized? 4. Does the cactus grow alone or with some kind of plant in the neighborhood? If it grows with a neighbor, then what kind of plant is it? 6. When the cactus grows, what will change in it? Processing of results and interpretation: When processing the results, data corresponding to all graphic methods are taken into account, namely: - spatial position - size of the drawing - characteristics of lines - pressure force on the pencil Aggression - the presence of needles, especially their large number. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness. Impulsiveness - jerky lines, strong pressure Egocentrism, desire for leadership - a large drawing, in the center of the sheet Dependence, uncertainty - small drawings at the bottom of the sheet Demonstrativeness, openness - the presence of protruding processes, unusual shapes Stealth, caution - the location of zigzags along the contour or inside the cactus Optimism - the use of bright colors, the image of "joyful" cacti Anxiety - the use of dark colors, the predominance of internal shading, dashed lines Femininity - the presence of decoration, flowers, soft lines, shapes Extroversion - the presence of other cacti, flowers Introversion - only one cactus is depicted The desire for home protection, a sense of family community - the presence of a flower pot, the image of a domestic cactus. The desire for loneliness - a wild-growing cactus, a desert cactus is depicted.
6 STUDYING SCHOOL ANXIETY OF STUDENTS primary school C / K / OU Instruction. Now you will make up stories from pictures. My pictures are not quite normal. Look, everyone - both adults and children - are drawn without faces. (Picture 1 is presented. Option "A" - for girls, Option "B" - for boys) This was done on purpose in order to make it more interesting to come up with. I will show you pictures, there are only 12 of them, and you have to figure out what the mood of the boy (girl) in the picture is and why he is in such a mood. You know that the mood is reflected in our face. When we have good mood, our face is cheerful, joyful, happy, and when it’s bad, it’s sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - cheerful, sad or something else, and explain why he has such a face. PICTURES ARE DISPLAYING.
10 By conducting a qualitative analysis of children's responses, one can detect not only school anxiety, but also various indicators of school maladaptation. Indicators of maladaptation can be: a general negative attitude towards school; unwillingness of the child to study and attend school; problematic, conflicting relationships with classmates and the teacher; setting to receive bad grades, condemnation from parents, fear of punishment, etc. Thus, the method of studying school anxiety can also be used to study the general adaptation of the child to school. The authors of this technique suggest not to interpret picture 1, since it is a training one, and picture 12, which is intended for the child to complete the task with a positive answer. In our study, we took into account the children's answers to all the pictures. First of all, because the first picture is some kind of diagnostic family relations. Secondly, because the students' responses to picture 12 were not always positive. Moreover, many children misunderstood the meaning of this picture and interpreted it in their own way, in connection with this, the answers of the children were completely different. We also believe that it is impossible to determine the level of school anxiety by the number of negative answers of the child, because these answers do not always indicate anxiety. For example, picture 8 (the child is doing homework). In our opinion, answers such as "he is sad because the TV is broken", "he is sad because he is alone and bored" are not indicators of school anxiety. We refer them to the group of neutral responses, which do not provide any data on the presence or absence of school anxiety in the child. But such answers provide an opportunity to get Additional information about the child, about his hobbies, desires, needs, interests. However, it also happens the other way around: positive answers “he is cheerful because he is at home, and the rest of the guys go to school”, “he is cheerful because the lesson is over and you can play during the break”, “he is cheerful because no lessons were given” also should not be considered as the absence of school anxiety in a child. Rather, on the contrary, the topic of the school causes anxiety in the child and, perhaps, he tries in every possible way to get around it. In addition, such responses are indicators of a violation of the child's adaptation. If he does not want to study, it is hard for him, he wants to relax and play, then he is not ready to study at school, and gradually appearing learning difficulties can subsequently cause school anxiety and maladaptation. Picture 1. This picture can be used to analyze the relationship between parents and children: how close are these relationships; what unites this family; whether parents show love and care towards their child, or do not pay any attention to him. Many children give a positive interpretation to this picture: "the boy rejoices, because
11 that he is going for a walk with mom and dad", "the girl is in a cheerful mood, as mom and dad are going to buy her a birthday present", "they are in a good mood, dad and mom go to work, and the girl goes to school". Such answers are estimated at 1. School anxiety can be observed in the answers: "he has sad mood, he doesn't want to go to school", "mom and dad force him to go to school, he doesn't want to". These answers are worth 0 points. Picture 2. This picture is an interpretation learning motivation child: whether he wants to go to school or not. Answers that speak of high motivation, desire to learn, go to school: "the mood is cheerful, in goes to school, wants to study", "joyfully goes to school", "she likes to go to school", "she has Bad mood, she is ill and cannot go to school" are estimated at 1 point. Answers of children in whom school anxiety occurs are evaluated at 0 points: "he is sad, he does not want to go to school", "does not want to go to school, it is not interesting there "," I'm leaving school, I don't want to study. "These answers are not only indicators of anxiety, but also clear signs school maladaptation. A number of neutral answers also stand out: “the mood is bad, his mother calls home, but he wants to go for a walk”, “someone offended her, they don’t want to be friends with her”, “the mood is good, she is talking with her mother”, “looks up and counts ". These answers are evaluated as follows: if the answer is positive, 1 point is given, if the answer is negative, 0 points. Picture 3. This picture diagnoses the relationship between children - whether the child knows how to communicate, establish contact with classmates. Since the picture shows children playing, almost all students' answers were positive: "he plays, he has fun", "he runs", "he scores a goal" - 1 point. Negative responses such as "he's sad, he couldn't catch the ball" are not indicators of anxiety. In this case, 0 points are given for the answers: “she is sad because no one wants to play with her, be friends with her”, “the boy is standing aside, he is afraid to approach the guys”, “she is having fun, she does not want to study, but wants all day to play", "the mood is sad, three against one is impossible." Picture 4. The woman drawn in this picture is most often presented to children as a mother, and not as a teacher. Therefore, the following positive answers were: “walks with mom”, “mom praises him”, “mom pulls her arms to hug her” - 1 point. The negative answers were divided into two groups. The first group - answers in which school anxiety is observed: "mom scolds, did the wrong homework", "studyed poorly, mom scolds", "mom scolds for not getting an A", "mom scolds for not going to school went, doesn't want", "she doesn't want to go to school" are scored 0 points. The second group - neutral answers: "mom scolds, she went far from home", "mom scolds for spilling water", "mom scolds for dropping a flower", "aunt scolds him", they are rated as positive . Picture 5. The image in this picture is not always perceived by children as learning situation. As in the previous picture, some students associate the teacher with their mother. Therefore, answers that are not related to the teacher and to the learning situation can be considered neutral and rated at 1 point. These are the following answers: “mom says “let’s go home”, but he doesn’t want to”, “they came to visit her, she is happy”, “mom asks to do something”, “mom gives money to go to the store”. However, school anxiety could be detected in some of the children's responses. “The teacher asks: “Where is your briefcase?” - and scolds him”, “the teacher scolds her, she studied poorly”, “the mood is cheerful, she indulges”, “he is in a good mood, the teacher does not scold him”, “he feels good, he stands first, and the last boy can go crazy", "he was offended by the teacher, he scolds him." These responses are worth 0 points. Answers that are estimated at 1 point: "the teacher calls the children to her", "she has fun, she talks to the teacher", "they study", "they want to study well". Karinka 6. This picture shows a specific learning situation, so the children had no problems understanding its meaning. By using given image it is possible to identify the manifestation of school anxiety in the situation at the lesson. Positive answers, which are estimated at 1 point: "they want to study well", "he reads a lot", "sits well at his desk", "he is at school, he studies everything", "she sits in class". Negative answers, in which the child’s unwillingness to learn, bad mood, fear, are observed, are rated as 0
12 points: “she is studying, it is difficult for her”, “she is in a bad mood, she wrote the wrong thing”, “the mood is wrong, she holds her hands at her desk incorrectly”, “does not know what to write”, “does not want to study”, “mood bad, tired. Picture 7. The picture shows a teacher, several children are standing at her table, and one child is standing to the side, in the corner of the room. Most children with low adaptation talk about this particular child and give appropriate answers: "he is standing in the corner , the teacher punished, he did something", "she is standing in the corner, she tore the teacher's sheets", "the teacher put him in the corner because he wrote incorrectly", "everyone is reading, and he is standing in the corner, calling names "," they put him in a corner for not obeying. " Such answers are a sign of possible maladaptation and a violation of the child's behavior. They are rated at 0 points, as well as the answers of children with school anxiety: "the mood is bad, she does not want to give work because she wrote poorly", "she is afraid, they can give her a "deuce", "one girl was given a book, but she was not." The children's positive answers look like this: "he talks to the teacher", "the teacher praised him", "they are given grades", "the teacher checks the lessons and praises", "she received "5" - 1 point. Other answers not related to the educational Picture 8. In this case, it is easy to recognize answers that contain school anxiety and low motivation for learning: "she does not want to study", "his mother forces him to do homework", "she is sad, she can put "2", "she could not do her homework." For such an answer, 0 points are given. Children with no anxiety gave the following answers: “he writes, he likes it”, “she did her homework on “5”, “he sits, studies”, “he is in a good mood, he reads”, “he studies at home”, “mood good, she does her homework" - 1 point. Some children gave answers not related to educational activities, they cannot be used to judge the presence of anxiety and adaptation of the child at school: "she draws at home", "the mood is cheerful, because the day off", " watching TV", "she is sad, she is at home alone", "watching cartoons", "he is alone and he is bored", "he is sad, the TV does not work". These answers are neutral and are also evaluated. Picture 9. Here also great importance knows which child (standing aside or talking) the student will begin to tell. This picture helps to identify the child's problems in relationships with classmates, the fear of quarreling, quarreling, fighting with the guys, the fear that no one will be friends with him, play and talk. Children with similar fears gave the following answers: “no one communicates with him, he is a loser”, “they swear, fight, someone took the ball away”, “they don’t play with her”, “they didn’t give her chocolate, they didn’t share it with her” , "classmates turned away from her", "girls kicked her out of the game", "he was offended", "no one plays with him and is not friends." These answers are rated at 0 points, since fear is the first sign of anxiety, and if the child is afraid that they will not be friends with him, then he is not confident in himself and what he can find mutual language with classmates. And this is one of the main indicators of maladaptation. The rest of the answers: "they talk", "she plays with girls", "he meets boys", "he plays with a boy" - are estimated at 1 point. Picture 10. Analysis of the children's answers in this picture, first of all, allows us to identify the relationship between the child and the teacher, and secondly, anxiety in the situation of the answer at the blackboard. Students with increased level anxiety gave such answers: "he has sad face, he doesn’t know the answer”, the teacher asks to draw, but he doesn’t know what”, “the teacher scolds him for messing around in the lesson”, “he has a sad face, he is afraid that the assignment will fail”, “the teacher scolds her for not doing her homework", "the teacher says to do the homework, but he does not", "the teacher makes her write, but she does not want to", "the teacher scolds". They are valued at 0 points. Answers valued at 1 point were given by children who have a favorable relationship with the teacher and high level teaching motivation: "the teacher tells her something good", "went to the blackboard to solve the problem", "she answers the question", "she is an excellent student", "she is in a good mood, she was called to the blackboard", "the teacher teaches him" , "he is interested in answering", "she was praised for her lessons", "he wants to write on the blackboard".
13 Picture 11. This picture does not reveal the presence of school anxiety in a child. But since a first grader is a former preschooler, the attitude to play activity is of great importance for research. In the game, the child projects his life situations, which can be conditionally divided into situations of success and failure. In fact, the responses of the children were divided. Positive answers, valued at 1 point, reflect the situation of success: "he was bought a game", "he is building", "guests will come to her and will play with her", "she sits at home and plays", "she has no lessons". And negative ones - a situation of failure: "he scatters toys, does not help his mother", "does not want to study", "the mood is bad, you need to collect toys", "she is sad, she could not make a game", "he scattered the toys", "she broke toys". Such answers are estimated at 0 points. Picture 12. The image in this picture is understood by children in different ways. Of the many answers, we chose those that help identify school anxiety or, conversely, confirm its absence. Answers of children in whom anxiety is observed: “the mood is sad, many lessons were asked”, “she just came, she needs to do her homework, but she doesn’t want to”, “he is sad, he threw the briefcase and went to class”, “she is sad, she was late for the lesson", "she barely came to school", "he is sad, forgot his briefcase", "angry, does not want to study". They are valued at 0 points. Positive answers about school are worth 1 point: "he goes home to do his homework, he likes to do his homework, and then he can relax, play with someone", "glad that he is going home", "dresses for school to study quickly", "goes home with a briefcase, she will do her homework, and then go for a walk", "goes home to do homework We also identified a group of neutral responses: “she put on the wrong coat”, “the briefcase is heavy”, “she can’t lift her backpack, she’s tired”, “she goes for a walk with a briefcase”, “dances”, “found her mother’s bag”, “bought a jacket", "trying on clothes". Analysis Quantitative points - we can say that school anxiety was not found in the child. 7-9 points - the level of school anxiety is normal. 0-6 points - the presence of school anxiety. Qualitative. Carrying out a qualitative analysis a single picture, you can identify situations where the child is experiencing difficulties.Picture 1 - communication with parents.Analyzes the child's relationship with parents, the desire to communicate, spend time together.Picture 2 - the road to school.The child's desire to go to school, desire or unwillingness is revealed to learn.Picture 3 - interaction with children.Attitude of the child to play activity.Problems in communication and interaction with a group of children are revealed.Picture 4 - communication with an adult (teacher).With the help of this picture it is possible to identify whether the child is able to communicate with an adult, and also comply with his requirements. Problems are found in the relationship between the child and the teacher, the child and the mother. Picture 5 - communication with an adult (teacher). The situation is similar to the previous one. Does the child know how to interact in a group of children and obey the rules, requirements of an adult. Picture 6 - the situation of the lesson. You can determine the mood of the child in the lesson, his desire to learn, to complete the tasks proposed by the teacher; in addition, learning problems can be identified. You need to pay attention to who the child chooses: the boy at the first desk with notes in a notebook or the boy at the second desk, whose notebook is empty. Picture 7 - the situation of the lesson. This picture allows you to determine the relationship with the teacher and with the children. In addition, you can understand how the child evaluates his knowledge and himself. For example, a child might say, "He's happy because he got an 'A' or 'He's sad because he got a '2'." The picture also makes it possible to identify violations in behavior. For example, a child says: "He was put in a corner, he was playing around."
14 Picture 8 - the situation at home. With the help of the picture, you can determine the mood and well-being of the child at home and assess the desire to do homework. Picture 9 - interaction with children. The situation of personal communication between a child and children. Identifies problems in communication, establishing friendly contacts, the child's attitude to a quarrel. Picture 10 - the answer at the blackboard, Allows you to identify the child's fear of answering to the whole class, to complete tasks on the blackboard, helps to assess problems in the relationship between the child and the teacher. Picture 11 - the situation at home. This picture does not reveal school anxiety, but helps to clarify the child's attitude to single player. Picture 12 - returning from school. You can drive general attitude child to school, as well as his desire or unwillingness to leave school. Projective method for diagnosing school anxiety (A.M.Prikhozhan) Scales: level of school anxiety Keywords: non-verbal, projective, test, anxiety, for schoolchildren Testing: Personality characteristics Age: Adolescent Type of test: Non-verbal, Projective A.M. Parishioners based on the methodology of Amen E.W., Renison N. (1954). The technique is intended for diagnosing school anxiety in students aged 6-9 years. Description of the test For the test, you need 2 sets of 12 drawings 18 x 13 cm each. Set A is for girls, Set B is for boys. The numbers of the pictures are placed on the back of the picture. The technique is carried out with each subject individually. The requirements for conducting are standard for projective methods. Before starting work, general instructions are given. In addition, additional instructions are given before some drawings are shown. Instructions for the test Now you will invent stories from pictures. My pictures are not quite normal. Look, everyone - both adults and children - are drawn without faces. (Picture 1 is presented.) This was done on purpose, in order to make it more interesting to invent. I will show you pictures, there are only 12 of them, and you have to figure out what the mood of the boy (girl) in each picture is and why he is in such a mood. You know that the mood is reflected in our face. When we are in a good mood, our face is cheerful, joyful, happy, and when we are in a bad mood, we are sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - cheerful, sad or something else, and explain why he or she has such a face. Completion of the task in picture 1 is considered as training. In the course of it, you can repeat the instruction, ensuring that the child learns it. Then the pictures are presented in sequence. Before each presentation, the questions are repeated: What is the girl's (boy's) face? Why does he have such a face? Before presenting pictures 2, 3, 5, 6, 10, the child is first asked to choose one of the child characters and talk about him. Handling test results
15 Answers to 10 pictures (2-11) are evaluated. Picture 1 is training, picture 12 performs a "buffer" function and is intended for the child to complete the task with a positive answer. At the same time, attention should be paid to rare cases (according to A.M. Prikhozhan, no more than 5-7%), when the child in picture 12 gives a negative answer. Such cases require additional analysis and must be considered separately. The general level of anxiety is calculated from the "unfavorable" responses of the subjects, characterizing the mood of the child in the picture as sad, sad, angry, boring. Anxious can be considered a child who gave 7 or more similar answers out of 10. Comparing the answers of the subject with his interpretation of the picture, as well as analyzing the choice of the hero in the pictures with several children (for example, in picture 6 - does he choose the student on the first desk who solved the problem, or a student on the second desk who did not solve it), you can get rich material for qualitative analysis data.
DIAGNOSTICS OF THE FEATURES OF THE MANIFESTATION OF AGGRESSION IN THE JUNIOR SCHOOL AGE Fedorova T. V. Tula State Pedagogical University named after L. N. Tolstoy Tula, Russia DIAGNOSTIC FEATURES OF AGGRESSION
Ministry of Education and Science of the Russian Federation
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The technique is designed to work with children older than 3 years.
Target: study of the emotional and personal sphere of the child.
During the diagnostics, the subject is given a sheet of A4 paper and a simple pencil. A variant is possible with the use of colored pencils of eight "Lusher" colors, then the corresponding indicators of the Luscher test are taken into account when interpreting.
Instruction:"On a piece of paper, draw a cactus - the way you imagine it." Questions and additional explanations are not allowed.
Data processing.
When processing the results, the data corresponding to all graphical methods are taken into account, namely:
- attitude
- picture size
- line characteristics
- pressure force on the pencil
- characteristic of the "image of a cactus" (wild, domestic, feminine, etc.)
- characteristic of the manner of drawing (drawn, schematic, etc.)
- characteristics of needles (size, location, number)
Interpretation of results: according to the results of the processed data on the drawing, it is possible to diagnose the personality traits of the child being tested:
- Aggressiveness - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.
- Impulsivity - jerky lines, strong pressure.
- Egocentrism, the desire for leadership - a large figure located in
- Self-doubt, addiction - a small picture located at the bottom of the sheet.
- Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentiousness of forms.
- Stealth, caution - the location of zigzags along the contour or inside the cactus.
- Optimism - the image of "joyful" cacti, the use of bright colors in the version with colored pencils.
- Anxiety - the predominance of internal shading, broken lines, the use of dark colors in the version with colored pencils.
- Femininity - the presence of soft lines and shapes, jewelry, flowers.
- Extroversion - the presence in the picture of other cacti or flowers.
- Introversion - the figure shows only one cactus.
- The desire for home protection, a sense of family community - the presence of a flower pot in the picture, the image of a home cactus.
- Lack of desire for home protection, a feeling of loneliness - the image of a wild, desert cactus.
the center of the sheet.
1. Is this cactus domestic or wild?
2. Is this cactus prickly? Can he be touched?
3. Does the cactus like it when it is looked after, watered, fertilized?
4. Does the cactus grow alone or with some plant in the neighborhood? If it grows with a neighbor, then what kind of plant is it?
5. When the cactus grows up, how will it change (needles, volume, processes)?
GRAPHIC METHOD "CACTUS"
(Marina Pamfilova. Betrothed. 2000. No. 5. P. 12-13)
Aggressiveness" href="/text/category/agressivnostmz/" rel="bookmark">aggressiveness, its focus.
We remind you that in diagnostics, graphical methods are used in combination with classical tests and the main methods of psychology (observation, experiment, etc.). The combination of diagnostic techniques allows you to interest the subject, set him up for joint work, get more general characteristics personality and note possible problems, confirm the results of other tests.
During the diagnosis, the subject is given a sheet of white paper. standard size A4 and a simple pencil. A variant is possible with the use of pencils of eight "Lusher" colors, in this case, the corresponding indicators of the Luscher test are taken into account when interpreting.
Instruction."On a sheet of white paper, draw a cactus - the way you imagine it."
Questions and additional explanations are not allowed. When processing the results, the data inherent in all graphic methods are taken into account: the spatial arrangement and size of the drawing, the characteristics of the lines, the pressure force of the pencil. In addition, indicators specific to this technique are taken into account: the characteristic of the “image of a cactus” (wild, domestic, primitive, detailed, etc.), the characteristic of needles (size, location, number).
The following qualities of the subjects may appear in the figure:
Aggressiveness -
Impulsivity - jerky lines, strong pressure.
Self-doubt, addiction a small drawing located at the bottom of the sheet.
Stealth, caution - disposition zigzags along the contour or inside the cactus.
Optimism - the use of bright colors (option with colored pencils), the image of "joyful" cacti.
Anxiety - the use of dark colors (variant with colored pencils), the predominance of internal shading with broken lines.
Femininity -
Extraversion -
Introversion - The picture shows one cactus.
Pursuit To home protection, a sense of family community - the presence of a flower pot in the picture, the image of a houseplant.
Lack of aspiration To home protection, a feeling of loneliness - wild, desert cacti.
Figure 2(boy 8 years old). Aggressively lonely cactus. The presence of aggressiveness, demonstrativeness, introversion, feelings of loneliness; lack of desire for home protection.
Figure 6 (girl 9 years old). Kind introverted cactus. The presence of a sense of family community, the desire for home protection, femininity, introversion, lack of aggression.
After completing the work, the child can be asked questions, the answers to which will help clarify the interpretation of the drawings:
1. Is this cactus domestic or wild?
2. Is this cactus prickly? Can he be touched?
3. Does the cactus like being looked after, watered, fertilized?
4. Does the cactus grow alone or with some plant in the neighborhood? If it grows with a neighbor, then what kind of plant is it?
5. When the cactus grows up, how will it change (needles, volume, processes)?
Attention! When interpreting the completed drawings, the pictorial experience of the "artist" must be taken into account. The presence or absence of visual skills, the use of stereotypes, templates, age features- all this significantly affects the diagnostic portrait of the individual.
The book by M. Pamfilova Game therapy of communication. Tests and correctional games" can be purchased at the bookstore of the publishing house "Gnome and D Moscow, p. 1. Phone: (0Book by mail).
Aggressiveness - presence of needles. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.
Egocentrism, desire for leadership - large drawing located in the center of the sheet.
Demonstrativeness, openness - the presence of protruding processes in the cactus, the pretentiousness of the forms.
Femininity - the presence of decorations, colors, soft lines and shapes.
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Extraversion - the presence in the picture of other cacti or flowers.
